EDU3CIC
COMMUNICATIONS FOR INCLUSIVE CONTEXTS
EDU3CIC
2018
Credit points: 15
Subject outline
In this subject, students explore concepts and contexts of inclusion and analyse various issues, relating to the inclusion of students with special needs into mainstream settings in Victoria. In particular, students examine inclusive processes and strategies required to establish positive relationships with students, parents, colleagues, professionals and support staff involved in inclusive school settings. Students participate in collaborative and co-operative learning activities that relate to some complex educational contexts arising from issues relating to inclusion. This involves some group presentations incorporating basic counseling skills and collaborative practice.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorCarla Jeffrey
Available to Study Abroad StudentsYes
Subject year levelYear Level 3 - UG
Exchange StudentsYes
Subject particulars
Subject rules
PrerequisitesN/A
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
Resource Type | Title | Resource Requirement | Author and Year | Publisher |
---|---|---|---|---|
Readings | Consultation in Early Childhood settings. | Recommended | Buysse, V., & Wesley, W. (2005) | BALTIMORE: BROOKS |
Graduate capabilities & intended learning outcomes
01. Identify appropriate and relevant educational information about iclusive practices from a range of resources.
- Activities:
- TBE
02. Develop effective communication and collaboration skills, through literature research, survey research, and role play, relating to issues of inclusion.
- Activities:
- TBE
03. Identify roles and relationships that occur in inclusive educational contexts.
- Activities:
- TBE
04. Compare and contrast different skills and practices needed in collaborating with others to identify appropriate learning priorities for individual students with specific learning needs.
- Activities:
- TBE
Subject options
Select to view your study options…
Bendigo, 2018, Week 31-45, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorCarla Jeffrey
Class requirements
Lecture/WorkshopWeek: 31 - 43
One 2.0 hours lecture/workshop per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Unscheduled Online ClassWeek: 31 - 43
One 2.0 hours unscheduled online class per week on weekdays during the day from week 31 to week 43 and delivered via blended.
Assessments
Assessment element | Comments | % | ILO* |
---|---|---|---|
Engaging the disengaged (Role Play in pairs) | 40 | 01, 02, 03, 04 | |
Conducting an IEP meeting | 40 | 01, 02, 03, 04 | |
Online forum on Bullying | 20 | 02, 03, 04 |
Online, 2018, Online Study 3/4, Online
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorCarla Jeffrey
Class requirements
Unscheduled Online Class
Ten 3.0 hours unscheduled online class per study period on any day including weekend and delivered via online.
Unscheduled Online Class
One 1.0 hours unscheduled online class per study period on any day including weekend and delivered via online.
Assessments
Assessment element | Comments | % | ILO* |
---|---|---|---|
Engaging the disengaged (Role Play in pairs) | 40 | 01, 02, 03, 04 | |
Conducting an IEP meeting | 40 | 01, 02, 03, 04 | |
Online forum on Bullying | 20 | 02, 03, 04 |